Results for the examination start after the tea... translation from English to Hindi

the questionnaire for the examination was given by the teacher .
अध्यापक द्वारा परिक्षा के लिए प्रश्नावली दी गयी ।

the children were already noisy when the teacher came
बच्चे शोर मचा चुके थे जब अध्यापक आया

after the teacher left , the guy started teasing the girl .
उनके बाहर जाते ही वह पट्ठा उस लडकी को छेडने लगा ।

i had memorized my lesson before the teacher came.
शिक्षक के आने से पहले मैं अपना पाठ याद कर लिया था ।

the admission procedure for this course will start after the declaration of the central board of secondary education results .
इस पाठ्यक्रम में प्रवेश - प्रकिया का प्रारंभ केंद्रीय माध्यमिक शिक्षा बोर्ड के परीक्षा - परिणाम की घोषणा के बाद किया जाएगा ।

however , the alphabet can be fruitfully introduced after the teacher has established several strong bridges between words and meaning .
पर जब एक बार अध्यापक शब्दों और अर्थ के बीच कई मजबूत पुल बना चुका हो तो वर्णमाला का परिचय बहुत उएपयोगी हो सकता है ।

after the examination pott ' s abscess is being observed in the top part .
जांच के बाद यक्ष्मज मेरु - विद्रधि शीर्ष भाग में पाया जा रहा है .

after the examination iron deficiency anaemia was detected .
परीक्षण के पश्चात् लौह - अल्पताजन्य अरक्तता पाई गई

after the examination , bharati did not know what to do .
परीक्षा के बाद भारती यह सोच नहीं सके कि उन्हें क्या करना है ।

however , the transactions between the parties always start after the agreement and the period of limitation cannot be counted from the date of the agreement .
हालांकि , पक्षकारों के बीच लेन - देन हमेशा समझौते के बाद शुरू होता है और परिसीमा काल समझौते की तारीख से नहीं गिना जा सकता है .

free on rail goods risks of the buyer starts after the point of loading on the wagon .
रेल तक / पर्यन्त निःशुल्क व्यवस्था में क्रेता की जोखिम माल के रेल डब्बे में लदान के पश्चात शुरु होती है ।

he was married that year immediately after the examination on 19 april .
परीक्षा के बाद उसी वर्ष 19 अप्रैल को उनका विवाह हुआ ।

set alarms based on this template to start after the specified time interval from when the alarm is created. @info: whatsthis
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what r u wearing nowchildren can give card and flowers individually to the teachers after the program. gifts are not allowed.
क्या अब पहन कर बच्चे कार्यक्रम और कार्यक्रम के बाद शिक्षकों को अलग-अलग कार्ड और फूल दे सकते हैं। उपहारों की अनुमति नहीं है

in future , online examinations will be conducted independently by the examination wing of chti / hts after the transfer of online examination technology by c - dac , pune to chti .
भविष्या में केंद्रीय हिंदी प्रशिक्षण संस्थाकन / हिंदी शिक्षण योजना के परीक्षा स्कं्ध द्वारा सी - डैक , पुणे से ऑनलाइन परीक्षा प्रणाली के हस्तां्तरण के बाद ऑनलाइन परीक्षाओं का आयोजन स्वीतंत्र रूप सेकिया जाना ।

a green colored pseudomembranous gastritis was observed in the patient after the doctor carried out the examination .
चिकित्सक द्वारा परीक्षण करने के पश्चात् रोगी में एक हरित वर्ण का कूटकला - जठरशोथ देखा गया .

this apart , the pay of a professor was higher at allahabad and saha was also to be the head of the physics department where none of the teachers came anywhere near him in eminence .
इसके अतिरिक्त इलाहाबाद में प्रोफेसर का वेतन अधिक था और साहा को विभागाध्यक्ष भी बनना था क्योंकि वहां कोई भी अध्यापक ऐसा नहीं था जो उनकी श्रेष्ठता के जरा भी निकट होता ।

the failure in b . l . , as narrated by him in his autobiography , was due to the calcutta university syndicate raising the percentage of pass - marks that year after the examination was held .
जैसा कि उन्होंने अपनी आत्म कथा में बताया है , बी० एल० की परीक्षा में असफल होने के कारण तो यह था कि परीक्षा हो चुकने पर कलकत्ता विश्वविधालय के सिण्डीकेट ने उस वर्ष सफल होने के लिए आवश्यक प्राप्तांक का प्रतिशत बढ़ा दिया था ।

in the integral yoga , however , the work starts after the realisation , whereas in most other yogas it ends with the realisation . 3 the mother rose like a column of blazing light and told the sadhaks that to grieve is an insult to sri aurobindo who is here with us , conscious and alive , and called upon her people to work harder than ever for the new earth divine .
2 श्री मां एक प्रदीप्त प्रकाश स्तंभ के रूप में उभरी और साधकों से कहा कि , 1 . सावित्री , पृष्ठ 646 - 7 2 . अमंग द ग्रेट , पृष्ठ 225 दुःख मनाना श्री अरविंद का अपमान है क्योंकि वे चेतन और जीवंत रूप में यहां हमारे साथ उपस्थित है , उन्होंने अपने लोगों से नयी ईश्वरीय पृथ्वी की प्राप्ति के लिए पहले से अधिक श्रम करने के लिए कहा ।

googal translate engby daniel a. rosenblum 2013, vol. 5 no. 10 | pg. 2/4 | « » cite references print 5 before the streets: livelihoods in rural bihar the children of rural bihar are connected with the rest of india unlike any other time in history. in the district town of sitamarhi, a place that sits some twenty miles from the nepal border, the skyline is littered with cell phone towers. on the streets below, walkways are filled with mud, trash, and cow dung. passersby trough through the mess to buy flee-bitten mitahi (sweets) and the sweltering fruits at nearby stands. for the children of sitamarhi, they live in this contrast—the severe juxtaposition of “modernity”3 and urbanization with the dilapidated infrastructure surrounding them. the villages within five miles of the district town scarcely receive electricity, prompting me to wonder how anyone with a cell phone was able to recharge their phones.4 the villages i spent the majority of my time in, amritpur and baksampur5, gave insight into the livelihoods of children in rural bihar. in amritpur, every corner and passageway of the village had more and more children. at times, it would seem the ratio of children to adults was ten to one. many of these children had prominent signs of malnutrition: kwashiorkor, stunned growth, and slowly healing infections (bhutta, black, cousens, & ahmed, 2008; som, pal, & bharati, 2007). one boy of about twelve, deepak, had a nasty infection on his lower leg that continued to worsen over the week i visited. however, there was no formal doctor in the village, only someone trained in basic medical practices. he would have to go to sitamarhi town to be given medicine, which would cost too much money for deepak’s mother. this was a problem all too common for children of rural bihar. school quality and attendance throughout sitamarhi district was quite mixed. a government school i visited in amritpur was highly understaffed, lacking proper materials and facilities, and seemed more of a social gathering point for youth. children would sit along the walls with other classmates drawing, talking, and laughing while the teachers and administrators sat near the entrance splitting their time between socializing and supervising. when we arrived, the teachers began to complain of uneven wage scales and low salaries, providing this as a link for chaos at the school. however, another school we visited in baksampur, which was run entirely by women, had sufficient materials, was properly staffed, and seemed to be extremely beneficial for the students. in both cases, there were noticeably tensions between attending school and working at home. especially for older children, many would work in the mornings, helping to transplant rice, and then check into school for the second half of the day. in some cases, children would stop attending school entirely in order to help at home, such as with the case of a lower caste girl in baksampur, hoja.6 pressure to earn began to outweigh the importance of schooling as the children grew older, leading to the abandonment of education in order to help the family. the livelihoods of bihari youth were rapidly transforming, surrounded by new “modern” pursuits and desires within a rural structure and community. lunch at an amritpur government school lunch photo credit: khushboo jain tracking agricultural transformations bihar’s agricultural history is extremely complex, wrapped among transforming government policy, development, and increasing mechanization of the agrarian system. prior to the green revolution taking hold in bihari agriculture, there was a structure of landholding: the zamindar system, established under the british raj. the system’s abolishment, however, is what i wish to focus on, in terms of the uneven effects it had on rural villages, landholdings, and landlessness. the zamindari was a system of landholding that consolidated fields in the hands of powerful village elites. for bihar, this meant most of the land fell in the hands of upper caste hindus (chaudhry, 1988). peasants were then typically tied to the land, working for the grain they produced, while remaining landless themselves. in the late 19th century, however, bihar began to feel the effects of commercialism, beginning a process of out-migration from both the zamindar and lower class populations. in the chapra region at the beginning of this century, upper castes had to resort to occupations other than agriculture. rajputs, an upper caste group, went out for ‘service’ along with lower class individuals, becoming “peons and durwans in estates of larger zamindars” (de haan 2002:120). out-migration existed in high numbers during the zamindari system for both landowners and lower caste laborers, yet the economic gaps between landowners and lower class, as well as the frequency of migration seemed to increase after the foundation of india and the subsequent abolishment of the colonial landholding system.lish to hindi
by daniel a. rosenblum 2013, vol. 5 no. 10 | pg. 2/4 | « » cite references print 5 before the streets: livelihoods in rural bihar the children of rural bihar are connected with the rest of india unlike any other time in history. in the district town of sitamarhi, a place that sits some twenty miles from the nepal border, the skyline is littered with cell phone towers. on the streets below, walkways are filled with mud, trash, and cow dung. passersby trough through the mess to buy flee-bitten mitahi (sweets) and the sweltering fruits at nearby stands. for the children of sitamarhi, they live in this contrast—the severe juxtaposition of “modernity”3 and urbanization with the dilapidated infrastructure surrounding them. the villages within five miles of the district town scarcely receive electricity, prompting me to wonder how anyone with a cell phone was able to recharge their phones.4 the villages i spent the majority of my time in, amritpur and baksampur5, gave insight into the livelihoods of children in rural bihar. in amritpur, every corner and passageway of the village had more and more children. at times, it would seem the ratio of children to adults was ten to one. many of these children had prominent signs of malnutrition: kwashiorkor, stunned growth, and slowly healing infections (bhutta, black, cousens, & ahmed, 2008; som, pal, & bharati, 2007). one boy of about twelve, deepak, had a nasty infection on his lower leg that continued to worsen over the week i visited. however, there was no formal doctor in the village, only someone trained in basic medical practices. he would have to go to sitamarhi town to be given medicine, which would cost too much money for deepak’s mother. this was a problem all too common for children of rural bihar. school quality and attendance throughout sitamarhi district was quite mixed. a government school i visited in amritpur was highly understaffed, lacking proper materials and facilities, and seemed more of a social gathering point for youth. children would sit along the walls with other classmates drawing, talking, and laughing while the teachers and administrators sat near the entrance splitting their time between socializing and supervising. when we arrived, the teachers began to complain of uneven wage scales and low salaries, providing this as a link for chaos at the school. however, another school we visited in baksampur, which was run entirely by women, had sufficient materials, was properly staffed, and seemed to be extremely beneficial for the students. in both cases, there were noticeably tensions between attending school and working at home. especially for older children, many would work in the mornings, helping to transplant rice, and then check into school for the second half of the day. in some cases, children would stop attending school entirely in order to help at home, such as with the case of a lower caste girl in baksampur, hoja.6 pressure to earn began to outweigh the importance of schooling as the children grew older, leading to the abandonment of education in order to help the family. the livelihoods of bihari youth were rapidly transforming, surrounded by new “modern” pursuits and desires within a rural structure and community. lunch at an amritpur government school lunch photo credit: khushboo jain tracking agricultural transformations bihar’s agricultural history is extremely complex, wrapped among transforming government policy, development, and increasing mechanization of the agrarian system. prior to the green revolution taking hold in bihari agriculture, there was a structure of landholding: the zamindar system, established under the british raj. the system’s abolishment, however, is what i wish to focus on, in terms of the uneven effects it had on rural villages, landholdings, and landlessness. the zamindari was a system of landholding that consolidated fields in the hands of powerful village elites. for bihar, this meant most of the land fell in the hands of upper caste hindus (chaudhry, 1988). peasants were then typically tied to the land, working for the grain they produced, while remaining landless themselves. in the late 19th century, however, bihar began to feel the effects of commercialism, beginning a process of out-migration from both the zamindar and lower class populations. in the chapra region at the beginning of this century, upper castes had to resort to occupations other than agriculture. rajputs, an upper caste group, went out for ‘service’ along with lower class individuals, becoming “peons and durwans in estates of larger zamindars” (de haan 2002:120). out-migration existed in high numbers during the zamindari system for both landowners and lower caste laborers, yet the economic gaps between landowners and lower class, as well as the frequency of migration seemed to increase after the foundation of india and the subsequent abolishment of the colonial landholding system.